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Transparency in Teaching and Learning

2019

May 17, 2019Eastern Kentucky University

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Lancaster Avenue

Keen Johnson

Conference Meeting LocationsKeen Johnson Building

John Grant Crabbe Main Library

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WelcomeDear Pedagogicon Attendees,

Welcome to EKU and the Noel Studio! We’re excited that you’re joining us for the sixth annual Pedagogicon conference, focusing on transparency in teaching and learning. We hope you have an enjoyable and productive experience. You can use @noelstudio and #KYP19 on social media throughout the conference to connect with presenters and colleagues. Enjoy! A downloadable version of the program is available at studio.eku.edu/2019-pedagogicon.

Russell Carpenter, Chair

SACSCOC Principles of Accreditation (2012) includes faculty development as a Comprehensive Standard: 3.7.3 The institution provides ongoing professional development of faculty as teachers, scholars, and practitioners. (Faculty development)

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Pedagogicon Pre-Conference Workshop

Resiliency and Academic LeadershipLori Stewart Gonzalez, PhD, University of Tennessee

Leadership in higher education is increasingly challenging. Internal and external pressures place additional demands on those tasked to lead. For women leaders, the challenges can be confounded by lower salaries, fewer resources and increased service. When the challenges result in adverse decisions about careers, how do successful women deal with these negative events? How do they bounce back and continue to move forward? A look at the stories from women leaders who have faced adversity in their careers and risen above negativity provides insight into the need to develop and maintain resilience. This interactive workshop is geared at identifying strategies for becoming more resilient in the workplace.

Transparency in Teaching and Learning

Thursday, May 16, 20191:30 - 3:30PM

Faculty Center for Teaching & LearningJohn Grant Crabbe Main Library, 318

https://studio.eku.edu/KYACELeadershipDevelopmentDayFree, with advanced registration required; limited to the first 50

Organized in coordination with the KY ACE Women's Network.

FCT&L

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Schedule-at-a-GlanceFriday, May 17, 2019

Sign-in7:15-8:15 AM | Keen Johnson

Conference Welcome8:15-8:20 AM | Keen Johnson BallroomRussell Carpenter, Executive Director, Noel Studio for Academic Creativity

Opening Remarks8:20-8:30 AM | Keen Johnson BallroomAaron Thompson, President, Council on Postsecondary Education

Keynote8:30-10:30 AM | Keen Johnson BallroomMary-Ann Winkelmes: “Transparent Instruction Promotes Equitable Opportunities for Student Success”

Session I 10:45-11:30 AM | Various Locations in Library

Session II 11:40 AM-12:25 PM | Various Locations in Library

Lunch, Discussion, Installations, and Presentations12:30-1:45 PM | Noel Studio GreenhouseDigital Installations | 12:50-1:45 PM | Noel Studio GreenhousePoster Presentations | 12:50-1:45 PM | Grand Reading Room

Session III1:55 - 2:40 PM | Various Locations in Library

Session IV2:50 - 3:35 PM | Various Locations in Library

Session V3:45 - 4:30 PM | Various Locations in Library

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Transparent teaching/learning practices make learning processes explicit while offering opportunities to foster students’ metacognition, confidence, and their sense of belonging in college in an effort to promote student success equitably. A 2016 AAC&U study identifies transparent assignment design as a small teaching intervention that significantly enhances students’ success, with greater gains for historically underserved students (Winkelmes et al., Peer Review, 2016), while a subsequent study demonstrates how transparent instruction can boost student retention rates for up to two years (Winkelmes, Calkins, & Ke, forthcoming). We’ll review the findings as well as foundational research behind the concept of transparent teaching/learning in this session. Then we’ll apply that research to the design of class activities and course assignments. Participants will leave with a draft assignment or activity for one of their courses, and a concise set of strategies for designing transparent assignments that promote students’ learning.

Keynote 8:30-10:30 AMKeen Johnson Ballroom

Mary-Ann Winkelmes

“Transparent Instruction Promotes Equitable Opportunities for Student Success”

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Session I 10:45 - 11:30AM

Library 108Using Transparent Teaching to Model High-Impact Strategies and Improve Student LearningSonja Yow, Eastern Kentucky UniversityModerator: Eric Meiners

Hattie’s (2012) synthesis of 900+ meta-analyses provides an extensive view into what actually works in schools to improve learning. In this presentation, ideas will be shared for using transparent teaching to overtly model teaching and learning strategies shown to have high impacts on student learning.

Library 128Storytelling, Spoon-feeding, and TraditionsGay Sweely, Eastern Kentucky UniversityModerator: Abby Gardner

In the past 20 years, it has become more and more difficult to teach the history of art, artists, and stylistic movements. The majority of students lack any background or knowledge concerning basic history, culture, and traditions. How can educators overcome this lack of knowledge, and what can be done about this deficiency – or should anything be done at all? This presentation will discuss the strategies of storytelling, spoon-feeding, and explaining traditions.

Library 204DApplying TILT to Academic Program Development & Revision for Recruitment, Retention, Engagement & Student ProfessionalizationJoy Santee, University of Southern IndianaModerator: Shirley O’Brien

This presentation considers applications of TILT to academic program development and revision. Two case studies will be used to show how TILT can be adapted to curriculum design to make a program’s outcomes, values, and opportunities more transparent to students and other stakeholders to support recruitment, retention, engagement and student professionalization.

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Library 204GSmall Scale Service-learning Project Description Changes Improve ClarityAnne Fleischer, Eastern Kentucky UniversityModerator: Matthew Winslow

In this presentation, the benefit of improving assignment transparency by clearly defining the purpose, task specifications, and evaluation criteria will be discussed from the professor and student perspectives. Additionally, participants will practice using transparent methods to improve the clarity of an assignment.

Library 319Making the Implicit ExplicitPatrick Lee Lucas, University of KentuckyModerator: Kaisee Riddell

As part of an in-depth exploration of curriculum reform, the faculty of the School of Interiors laid out a series of sharing sessions with the topic of meaningful and connected curriculum. Working collaboratively, the Director of School structured a series of opportunities to overhaul a four-year undergraduate program of study. This interactive workshop allows participants to see the techniques and processes the faculty used. Specifically, the workshop participants will learn how to write explicit learning outcomes and to see the relationships among scaffolded and stacked courses.

Noel Studio Discovery Classroom (310D)Interleaving: Trendy Education Topic, or Valuable Teaching and Learning Tool?Jennifer Marsh, University of the CumberlandsModerator: Abigail Byrd

This session presents strategies for “interleaving”--the process of mixing--multiple topics while studying or teaching. Interleaving has been shown to be more effective than studying one topic very thoroughly before moving on to another topic.

Noel Studio Conference Room (310K)Building a Brick-and-Mortar Framework for Online Discussion BoardsMelony Shemberger, Murray State UniversityModerator: Randi Polk

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Class discussions are helpful in building knowledge of complex material through peer- and instructor-led opportunities. The online discussion board is a primary tool to facilitate discussions, but engaging students in the online platform can be challenging. In this session, participants will explore a brick-and-mortar framework and discuss how to apply it to online discussion boards with the goal of developing new ways of leading effective online discussions.

Breakout Space 3 (Noel Studio)Using Microsoft Teams to Enhance Engagement and Learning with Any Class: It’s Fun and EasyShawn Apostel, Keith Richardson, & Janice Poston, Bellarmine University

This presentation will include discussion of what one professor, Dr. Keith Richardson, is doing with his class using Teams with hybrid and online courses to encourage increased engagement, along with a workshop on how to set up teams will follow. The session will be geared towards those having Office 365 on their campus--for the best experience, attendees should bring a laptop so they can follow along, or should download the Teams app on their smartphone or tablet.

Faculty Center for Teaching & Learning (FCT&L)Thinking, Writing, and Publishing about TeachingJames Rhem, Editor, National Teaching and Learning ForumModerator: Timothy Forde

Since the publication of Ernest Boyer’s book Scholarship Reconsidered in 1990 faculty have increasingly accepted the invitation to reconsider the dimensions of their work. Boyer’s embrace of teaching as a scholarly activity has given rise to SoTL (the scholarship of teaching and learning), a vein of critical research, reflection and publication that answers and expands on Boyer’s idea. Faculty now turn increasing attention to thinking, writing and publishing about teaching. The range of opportunities, motivations, purposes, and venues for this work are wide and various. Together they represent a broad renewal of interest in the continuous improvement of teaching.

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Session II 11:40AM - 12:25PM

Library 108 Making Meaning of Student Feedback using a TILT LensShirley O’Brien & Camille Skubik-Peplaski, Eastern Kentucky UniversityModerator: Kaisee Riddell

Best practices in teaching and learning encourage use of active learning, moving the role of faculty to facilitator of knowledge. Exploration and reframing of student feedback, following implementation of active learning techniques, requires increased student responsibility and participation in their learning and is enhanced by analysis with a TILT focus.

Library 128Promoting the Dialog of Diversity in the Classroom: Critical Discussions of Social Justice and Social Action Promoting Self-awarenessKen Engebretson & Sherwood Thompson, Eastern Kentucky UniversityModerator: Eric Meiners

Phenomenology is defined as how people interpret their subjective experiences. This presentation will explore how Egological phenomenology shapes us culturally and developmentally. Specifically, through the dialog of diversity and the focus on critical classroom discussions related to the topics of social justice and social action promoting self-awareness of social justice issues.

Library 204DEnhancing Student Learning Through Device InvasionLeslie LeRoy, Eastern Kentucky UniversityModerator: Kelly Smith

Students are constantly using their smart devices, often times when they shouldn’t, especially in class. This workshop provides participants with the opportunity to experience how to go with rather than against the smart device current by engaging students with devices included. “Device Invasion” is a strategy participants’ can utilize across disciplines and for myriad topics.

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Library 204GFour Teaching Strategies for Creating Transparent Student Engagement and LearningBreck Harris, Fresno Pacific UniversityModerator: Kelly Smith

Reflecting on twenty-four years of previous teaching experience with undergraduate, graduate, and degree completion students, in this presentation the speaker will discuss four important teaching strategies used by the speaker for creating transparent student engagement and learning.

Library 319Tips and Tricks for Grading and Providing Effective and Efficient Feedback in Writing Intensive CoursesAmanda Joyce, Murray State UniversityModerator: Dom Ashby

It can be challenging to provide students with sufficient feedback in writing-intensive courses. The purpose of this interactive session is to explore methods for efficiently providing students with helpful feedback on their writing through the use of various Canvas tools, text expanders, alternative grading techniques, and more.

Noel Studio Discovery Classroom (310D)Inclusive Teaching and Learning: Making Performance Art at School to Oppose Social InjusticeMatthew Kim, Eagle Hill SchoolModerator: Randi Polk

In this workshop, Matthew will first explore with participants the stage on which students and teachers play to learn and practice academic rituals such as collaboration, spatial awareness, and divergent thinking. In the second part of the workshop, Matthew and participants will redesign the inclusive classroom, a space for students with diagnosed learning disabilities, as a academic space where students have opportunities to access an equitable education. Participants will have opportunities to collaborate on blueprints for a new, inclusive space at their own learning institution.FE

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Noel Studio Conference Room (310K)Transparent Writing Assignment Design: Strategies to Improve Student ResearchKaroline Manny, Midway UniversityModerator: Abby Gardner

This presentation will apply the concepts in “How People Learn: Brain, Mind, Experience and School,” to identify transparent teaching strategies to support student academic research. Bring a research assignment and improve it through effective scaffolding and by incorporating reflection assignments and learning-community centered activities.

Faculty Center for Teaching & Learning (FCT&L)Implementing the TILT Approach: Faculty Perspectives and Experiences from a Cross-Campus Pilot-- Panel OneAmber Chatelain, Matthew Howell, Travis Martin, Krista Kimmel, & Ben Freed, Eastern Kentucky UniversityModerator: Russell Carpenter

The Transparency in Learning and Teaching (TILT) approach was designed and developed by Dr. MaryAnn Winkelmes and has shown evidence of enhancing student success (Winkelmes, et al., 2015). This panel of faculty will share reflections and recommendations on designing and implementing small teaching changes in courses, including syllabi, assignments, and projects. Panelists represent a cross-departmental sample of disciplines. Panelists will share the TILT methods implemented in their classrooms, along with perspectives focused on what worked well and where challenges might exist. The panel will conclude with ideas for moving forward.

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Noel Studio Discovery Classroom (310D)Increasing the Odds for Scholarly PublicationJames Rhem, Charlie Sweet, Hal Blythe, & Shirley O’Brien

As faculty climb the tenure track, scholarly publication increases in importance. Hearing the successful strategies of noted journal editors and well-published authors increases the odds of having your submission accepted. This lunch discussion will focus on strategies for ensuring publication success.

Digital Installations - 12:50PM - 1:45PMNoel Studio Greenhouse

1. Use of Photo Voice Participatory Photography as an Alternative to Written AssignmentsGeela Spira, Eastern Kentucky UniversityOccupational Science students photographed their daily occupations as a way to explore the meanings and relevance to their internal constructs of self. Using a visual method rather than written formats engaged learning systems than cognitive ones, and stimulated additional perspectives of the construct studied.

2. Increasing Students’ Ownership of their Grade by Making Evaluations TransparentSara Incera, Eastern Kentucky UniversityMaking the grading process transparent increases students’ ownership of their own grade. “Transparency” means giving students access to all the assignments for the course (due dates, number of points, and rubrics) the first day of classes. Seasoned instructors can greatly benefit from making the grading process fully transparent.

Lunch Discussion 12:50PM - 1:45PM

Lunch 12:30 - 1:45PMNoel Studio Greenhouse

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3. Digital Portfolios Initiative: Faculty Strategies for Student Retention and Transparent Mentorship in the HumanitiesJosé Juan Gómez-Becerra & Abbey Poffenberger, Eastern Kentucky UniversityThe Digital Portfolio Initiative promotes an intentional mentorship relationship between faculty and students in order to facilitate accountability and effect better student retention. This online platform gives students a space to compile documents that materialize their academic and professional development in the Spanish program at EKU.

Poster Presentations 12:50PM - 1:45PMGrand Reading Room (next to the Noel Studio Greenhouse)1. “LOL, No, I Didn’t Read”: Students’ Difficulty with Choosing Strategies for SuccessAmanda Joyce & Jana Hackathorn, Murray UniversityNinety-four students across five graduate and undergraduate courses reported on their course experiences. Results indicate that students could accurately predict their final grades even early in the semester. However, students’ expected grades did not relate to engagement (e.g., attendance, studying behaviors).

2. “Why do I need to learn about someone else’s culture”? Transparent Teaching on an Apparel Design & Merchandising AssignmentAmber Chatelain, Eastern Kentucky UniversityThis poster provides an example of how transparent teaching and learning methods are used for a mid-semester assignment in ADM 210 – Dress, Appearance, and Culture. The assignment challenges students to conduct a personal interview with someone from a different culture regarding their dress and appearance norms.

3. Service-Learning: USI OT/OTA Toy Accessibility ProjectJessica Mason, Karen Dishman, & Mary Kay Arvin, University of Southern IndianaPlay is the work of children. Children with disabilities can utilize switch-operated toys to more easily engage in play. The University of Southern Indiana Occupational Therapy (OT) and Occupational Therapy Assistant (OTA) Programs worked together to modify toys for children with disabilities as a service learning activity.

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4. Impact of Communicative Behaviors and Traits on Out-of-Class Participation Between Students and InstructorsKaisee Riddell & Trista Fernanda, Eastern Kentucky UniversityThis study explores the communicative behaviors, traits, and attributes that affect the students’ propensity to engage in Out-of-Class Communication (OCC) with their instructors. We found a positive correlation between Cognitive Flexibility and OCC, and a negative correlation between Communication Apprehension and OCC.

5. Students’ Perspectives and Engagement Transforming Newly Acquired Knowledge To Long Term Memory Utilizing The Deliberate PracticeKathleen Fischer, Tarin Williams, & Joseph Hannigan, University of LouisvilleStudents face the task of processing large quantities of information from a variety of classes. Successful transition of information into long term memory takes time and practice. Simply reviewing lecture notes isn’t enough. The Deliberate Practice Framework utilizes activities to increase classroom performance and long term memory through repetition.

6. Investigating the Potential for Badging in Faculty Development ProgramsAbby Gardner, Kaisee Riddell, Shirley O’Brien, Randi Polk, Cindy Judd, Jennifer Fairchild, & Russell Carpenter, Eastern Kentucky UniversityFaculty development programs are increasingly offering digital badges as “proof” of participation in professional development. Much remains to be learned about the potential for such a process at regional teaching-intensive universities. In this poster, presenters will share the results of their pilot faculty development badging research and development.

7. Improving the Empathic Abilities of College StudentsMatthew Winslow, Eastern Kentucky UniversityThis poster describes three methods for increasing the empathic abilities of college seniors taking a capstone course about empathy: reading empirical articles about empathy, participating in jigsaw activities in class, and engaging in exercises based on various empirically validated techniques, ranging from behavioral synchrony to meditation to acting and improvisation.

8. Effects of Functional Headings on ReadingMegan Thomas, Eastern Kentucky UniversityFunctional headings refer to text section headings such as “abstract”, “introduction”, and “conclusion” (Lemarié, Lorch, Eyrolle & Virbel, 2008). The current study included three experiments that investigated the effects of functional headings. Results indicated that functional headings facilitated the reading process and promoted recall of content information.

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9. Usefulness of Highlighting As A Studying StrategyDeja Bush, Eastern Kentucky UniversityHighlighting is a popular studying strategy, but it is often discounted as being ineffective. The current study combined highlighting with a text structure teaching strategy. Results indicated that highlighting could be effective in a structured context. The findings from the current study could be informative for critical reading instructions.

10. Text-to-Speech Learning in Semi-Autonomous Driving SituationsHaley Hill, Eastern Kentucky UniversitySemi-autonomous driving refers to a driving condition where the computer controls the car, but a human driver is still required to be attentive to the road ahead (SAE International, 2018). The current study investigated the effects of computer generated audio learning in a semi-autonomous driving situation.

11. Online Students’ Perception of TelepsychologyEmma Moore, Eastern Kentucky UniversityTelepsychology includes psychological services made available through virtual methods such as telephone-based conferences. The current study investigated the perception of telepsychology to an online student population. Results indicated that online students who were older and were from rural locations perceived telepsychology services less favorably than traditional college-age students from more urban areas.

12. Utilizing Synchronous Interactions to Promote Deep LearningTiffany Wright, Morehead State UniversityDeep learning with transparent assessment criteria is achieved in a graduate online family nurse practitioner program using synchronous student/faculty interactions via Cisco Webex. Students are provided a realistic patient case scenario upon which patient assessment, diagnosis, and management strategies are applied in a synchronous manner.

13. Sequencing Critical Reading Assignments in Learning Community CoursesYoshie Nakai & Matt Schumacher, Eastern Kentucky UniversityThis poster will outline the assignments used to assess the critical reading skills of college freshmen in learning community courses, provide assessment results, and discuss practical recommendations on how to sequence the assignments in two courses.

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14. Using Combinatory Play to Enhance Recollection in the ClassroomAbigail Byrd, Eastern Kentucky University This poster discusses the use of “Combinatory Play” techniques in education practices and the recollective benefits of remixing and free play. Stagnation in the classroom, and in our educational practices, leads to loss of interest as well as disengagement between the student and the content. Combinatory play progressively amends stagnation.

15. Creating a deep learning environment in a virtual lab for CybersecurityRandall Joyce, Murray State UniversityWith the increasing need for cybersecurity professionals, it’s critical for students going into the field of cybersecurity to have hands-on experience and feel confident in their skill sets. Murray State University has created virtual labs that give students a deep learning environment with real-world scenarios to prepare students for industry.

16. B2C Marketing vs. B2B Marketing: Teaching Techniques and In-Class Activities to Enhance Student Comprehension and LearningPhilip Boutin, Eastern Kentucky University A series of sequential in-class group activities informed by multiple teaching and learning theories were developed for undergraduate business students. The objective was to enhance students’ comprehension and understanding of similarities and differences that exist between the business-to-consumer (B2C) and business-to-business (B2B) sectors and their respective marketing strategies and tactics.

17. 5-Star Strategies to Improve Faculty Comfort with Public EvaluationsMolly Bradshaw & Sarah Antle, Eastern Kentucky UniversityIn today’s environment everything is openly evaluated - food, medical care, vacation experiences, professors, and teaching. The purpose of this presentation is to discuss strategies to improve faculty comfort levels with open, public evaluation.

18. A Hard Look at Soft Skills: Evaluating Professional Disposition in Academic ProgramsKellie Ellis, Joseph Constantine, Robyn Wahl, Jade Robinson, & Christen Page,Eastern Kentucky University From interaction style and temperament to professionalism and self-reflective ability, a myriad of soft skills are required for academic success. Despite their significance, soft skills are often difficult to operationalize and directly assess. This round table presentation provides an overview and demonstration of a transparent method of evaluating professional disposition.

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19. Using Google Docs to Assess Process in Digital Collaborative Writing.Meghan McKinney, Eastern Kentucky UniversityGoogle Docs offers many benefits for collaborative writing, and many of its features allow assessment of authentic student process in collaborative, digital writing spaces. This paper demonstrates the use of Google Docs to assess student process and collaboration. This study’s implications extend beyond the classroom, too, as Google Docs elucidates process in businesses, community planning, professional development sessions, and more.

20. A businessman, a cash register, and the police: An in-class demonstration that shows students benefits of collaborative learningKaryn McKenzie & Lisa Eddy, Ed.D. , Georgetown CollegeAbility to work in a team is repeatedly listed as one of the most important skills college graduates need when entering the workforce (e.g., NACE, 2018); however, students are often resistant to group work. A 20-minute small group demonstration (Haney, 1979) allows students to quickly see the problem-solving strengths of groups.

21. Teaching privacy topics via playing cards and poker chipsJim Lindsey, Western Kentucky UniversityPrivacy is a topic of much concern in technology courses. I devote at least a textbook chapter and class time to covering it. I created an adaptation of a card game to introduce the topic to students. The game engages students well. I use the game with groups of 30-35.

22. Post-Exam Reviews: Turning Wrong Answers into Learning MomentsMelony Shemberger, Murray State UniversityTest-review strategies can help students learn material before an exam, but do students learn from their errors after the tests are returned to them? This session, which builds on prior research regarding how to help students improve their information review and recall, will share information on how to direct students toward their own learning so that they could prepare better for future tests.

23. Learner-Centered Teaching: Practical Ideas to ImplementationMaria Michels, Demi Zoeller, Catherine Hackl, & DeDe Wohlfarth, Spalding UniversityLearner-centered teaching is designed to help students understand how and why to learn course content, thus making the learning process more transparent. Many professionals in academia are familiar with learner-centered teaching, but struggle to implement the philosophy due to practical barriers. This workshop will share some specific techniques that educators can utilize to help create more learner-centered classrooms.

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Library 108Developing Active Learning Exercises for Any ContentCynthia Dickerson, Jeffery A. Masters, & Rachel M.P. Hopp, University of LouisvilleModerator: Courtnie Morin

This workshop will explore the multitude of hands-on active learning mediums used in primary and secondary education to engage students in fun and memorable content applications and practically address how to adapt those scenarios for use in the post-secondary classroom. Some examples will include paper labs, interactive notes and foldables, escape rooms, and mock trials. The session will also cover methods of beautifying worksheets and resources created by teachers to make them look more engaging and professional.

Library 128The Transparent Learning of Indo-European Studies through an Interactive Video GameBrenna Byrd, Andrew Miles Byrd, & George Landon, University of KentuckyModerator: Abigail Byrd

This presentation will discuss the joint effort between University of Kentucky and EKU to develop a video game that makes transparent the strategies used by scholars in the field of Indo-European Studies. The audience will be able to experience the results of this effort through a downloadable game demo.

Library 204DFaculty in Residence Programs: Creating Student Success through Transparency of the Role of FacultyJohn Strada & Jolissa Yonker, Eastern Kentucky UniversityModerator: Kelly Smith

EKU launched its first faculty in residence program in Fall 2018. By participating in residence hall programming, and being available as an in-house resource for students, the faculty in residence becomes part of the greater university mission to develop, retain, and graduate students. This will be a panel presentation, where we discuss the faculty in residence program at EKU, its place in the EKU Residential Curriculum, and the effects the program is expected to have on Student success and retention.

Session III 1:55 - 2:40PM

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Library 204GTransparent Teaching for Media and Cultural LiteracyRandi Polk & Javier Alvarez, Eastern Kentucky UniversityModerator: Heather Beirne

Empowering students to read and think critically are key components to helping them attain media and cultural literacy. In this workshop, participants will explore strategies for addressing the issues facing students through explicit instruction and transparent course and assignment design all the while considering different learning and thinking styles.

Library 319Shades of Transparency: A Report on Stakeholder Perspectives in Higher EducationApril Hatcher, Sara Police, Kristen Platt, Brian Higgins, Claire Clark, &Sam Franklin, University of KentuckyModerator: Matthew Winslow

Teaching faculty from the University of Kentucky College of Medicine have investigated and collected perspectives on transparency in education from students, faculty, and administrators. The authors will report on thematic findings from undergraduate students and share a model to illustrate intersecting opportunities for transparency: communication, instruction, and institutional integrity.

Noel Studio Discovery Classroom (310D)From Teacher-centered to Learner-centered: Crafting a more Transparent SyllabusCourtnie Morin, Eastern Kentucky UniversityModerator: Shirley O’Brien

After a brief introduction on creating learner-centered, instead of teacher-centered, course syllabi, workshop participants will conduct an evaluation on course syllabi using a rubric developed by Cullen & Harris (2009). Participants are encouraged to bring their own syllabus to the workshop, although example syllabi will be provided by the facilitator.

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Noel Studio Conference Room (310K)I read it over and over, but I still don’t get it--making reading more effectiveRobert Boram, Morehead State UniversityModerator: Abby Gardner

Have you read something several times and still didn’t understand it? Our students might have this same experience when reading our assignments. How can we statically sequence our reading to maximize student understanding? Through of a sequence of activities, we will create a desire for students to read.

Breakout Space 3Living in a Diverse World: How to Understand and Accommodate to the Cultural Needs of Your StudentsDemi Zoeller, Maria Michels, Catherine Hackl, & DeDe Wohlfarth, Spalding UniversityModerator: Sarah Richardson

The ability to understand and implement diversity differences within the classroom is essential for positive learning experiences for both the faculty and their students. In this session participants will discuss ways to challenge biases, explore cultural journey, and strengthen cultural competency.

Faculty Center for Teaching & Learning (FCT&L)Using a Virtual Summit to Share Strategies that Work or Educational ProfessionalsFirm Faith Watson, Murray State UniversityModerator: Timothy Forde

What strategies work for higher educational professionals? How do they share those strategies with others? This session will highlight strategies that have worked for 12 individuals who participated in a virtual summit in Fall 2018. Session participants will receive the opportunity to interact, ask questions, and share strategies that work.

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Library 108A Contract for Success: Increasing Student Engagement and Confidence through Grade ContractsDominic Ashby, Margaret Frozena, & Frank McClure, Eastern Kentucky UniversityModerator: Abigail Byrd

This study explored the impact of a case based, interdisciplinary educational activity on the attitudes and perceptions of occupational therapy and dietetic students. The Interprofessional Attitudes Scale was used for data collection. Students in the study demonstrated positive improvement in their attitudes and perceptions regarding participation in interdisciplinary educational activities.

Library 128Lessons Learned: A New Perspective using Metacognition StrategiesTamara Stewart & Yoshie Nakai, Eastern Kentucky UniversityModerator: Heather Beirne

Understanding how to embed metacognitive strategies into a learning process and department culture can be difficult. However, focusing on how we teach and learn, not just what we do, can boost student learning. This panel will discuss collaborative efforts of programs using data to increase students’ comprehension of reading strategies.

Library 204DBasic Course Leadership: Using Operational Transparency as a Best Practice for Adjunct Faculty ManagementKrista Kimmel, John Strada, & Jennifer Fairchild, Eastern Kentucky UniversityModerator: Eric Meiners

This panel will discuss transparency as it relates to the administration of the communication basic course at Eastern Kentucky University. Each of the panelists has served as director of the basic course at EKU, which involves overseeing approximately 20 faculty members who instruct the

Session IV 2:50 - 3:35PM

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basic courses. Topics discussed will include general education assessment; curriculum development; textbook selection; and adjunct faculty members’ perception of the course directors’ transparency as leaders.

Library 204GPay-to-Play, Pay-to-Live: Modeling Stratification through Game-Based Micro-TransactionsJames Maples & Alison Buck, Eastern Kentucky UniversityModerator: Kelly Smith

The authors will seek to present preliminary efforts at a text-based video game that uses micro-transactions to model class inequality. Using Twine, a free application that allows users to create branching narrative games, we model a month in the life of the student, in which each player is randomly assigned to one of several levels of resources and expenses. The presentation will end with suggestions for other potential applications of Twine as instructional technology in other disciplines.

Library 319Thank U, Next: Maintaining Pop Culture Relevance to Engage the iGen in the ClassroomHayley Hoffman, Alexis Hadden, & Katherine Harville, University of KentuckyModerator: Abby Gardner

This presentation will demonstrate the importance of engaging our current population of college students—or, members of the iGen—in the classroom by maintaining pop culture relevance. Attendees will be treated to: an overview of the iGen and the unique problems they present to college classrooms; advice on and examples of how to integrate pop culture into any college classroom; and an introduction to a new scale that examines the pop culture relevance of college instructors.

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Noel Studio Discovery Classroom (310D)Rethinking Prerequisites: Increasing Critical Thinking Skills and Course Success through Higher-level Co-requisite CoursesJonathan Carrier & Shannon Zavorka, Laramie County Community CollegeModerator: Cindy Judd

Challenges exist for deep learning within a prerequisite course model. Co-requisite course design may encourage critical thinking and course success. Join us for a discussion on transparent and intentional co-requisite course design for higher-level courses and how you might use this approach in your academic program.

Noel Studio Conference Room (310K)Engage Students Using Question Formulation TechniquesRobert Boram, Morehead State UniversityModerator: Ashley Cole

Questions are a very powerful tool, used by faculty, to engage their students. What if the students developed the questions that could be used to facilitate the learning in the class? Question Formulation Technique (QFT) is an effective way to generate questions that can be used to facilitate learning. [Moved from Session IV FCT&L]

Breakout Space 3Fostering Classroom Transparency and Improvement in Higher Education Through Mid-Semester Student SurveysJason Johnston & Blake Jones, University of KentuckyModerator: Brad Marcum

In this panel, participants will learn how to implement a mid-semester student survey for the purpose of course improvement, teacher feedback, and class transparency. Practical tips, honest critiques, and best practices will be shared from both administrative and faculty perspectives.

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Faculty Center for Teaching & Learning (FCT&L) Benefits and challenges of creating an interdisciplinary, educational activity for Occupational Therapy and Dietetic studentsCasey Humphrey, Karina Christopher, &Cassie Ginn, Eastern Kentucky UniversityModerator: Shirley O’Brien

This study explored the impact of a case based, interdisciplinary educational activity on the attitudes and perceptions of occupational therapy and dietetic students. The Interprofessional Attitudes Scale was used for data collection. Students in the study demonstrated positive improvement in their attitudes and perceptions regarding participation in interdisciplinary educational activities.

Library 108Student Panel on Grading ContractsMargaret Frozena, Arpana Banjara, Jackie Cox, Don Bennet, Paola Torres, & Timothy Grills, Eastern Kentucky UniversityModerator: Brad Marcum

In the spirit of transparency in learning, this panel of students will present a round table discussion on how grading contracts have worked in their classes. These students want to advocate for a teaching practice that allows them agency in their success, as well as providing opportunities for risk taking in their learning.

Session V 3:45 - 4:30PM

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Library 128Implementing the TILT Approach: Faculty Perspectives andExperiences from a Cross-Campus Pilot--Panel TwoDominic Ashby, Anne Fleischer, Courtnie Morin, & John Strada, Eastern Kentucky UniversityModerator: Russell Carpenter

The Transparency in Learning and Teaching (TILT) approach was designed and developed by Dr. MaryAnn Winkelmes and has shown evidence of enhancing student success (Winkelmes, et al., 2015). This panel of faculty will share reflections and recommendations on designing and implementing small teaching changes in courses, including syllabi, assignments, and projects. Panelists represent a cross-departmental sample of disciplines. Panelists will share the TILT methods implemented in their classrooms, along with perspectives focused on what worked well and where challenges might exist. The panel will conclude with ideas for moving forward.

Library 204DTeaching Exercise (Interactive demonstration of a teaching technique)Kathleen Fischer, Tarin Williams, & Joseph Hannigan, University of LouisvilleModerator: Sarah Richardson

Educators face the daily task of guiding students with different cognitive levels through complex assignments. Students need guidance to recognize the techniques needed to yield maximum results. With critical thinking and repetitive practice models, the presenters will establish a framework for effective decision making that transforms knowledge into ultimate performance through reflection.

Library 204GCo-Teaching Diversity at a University that Really Needs ItLola Aagaard & Daryl Privott, Morehead State UniversityModerator: Eric Meiners

In this panel, presenters will engage session attendees in our interactive and non-threatening approach to the topic of diversity, including an exercise in making assumptions. Our co-teaching method uses history and personal stories to expand students’ (mostly white, female, Appalachian) understanding of dominant culture, privilege, and marginalization they may not have experienced personally.

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Library 319Simulation Learning through Practical Pretending, Role-Playing, and Real-Life AppsTim Hibsman & Haley Hibsman, Indiana University of PennsylvaniaModerator: Abby Gardner

This presentation will discuss how to open the door for simulation learning--and provide an expanded perspective on student future hopes and career aspirations. One of the best ways to teach students is to transform the classroom into real-life environment. The teacher may have to change roles and become an employer or customer to help the student visualize a practical scenario where they can implement their classroom skills.

Noel Studio Discovery Classroom (310D)Making Investments Transparent for Pre-Service TeachersHeather Fox, Cole Burgin, Sarah King, & Alesha Alexander, Eastern Kentucky UniversityModerator: Abigail Byrd

This presentation will trace English Education students’ experiences with academic publishing, as part of a professionalization initiative, that invests in (future) teachers’ capacities to contribute and models persistence. It draws upon teacher and student perspectives to demonstrate the role of transparency and collaboration in cultivating a community prepared to face challenges.

Noel Studio Conference Room (310K)Using the Transparency in Teaching and Learning Checklist to Solve the Case of the Waste-of-Time-CourseRondalyn Whitney, West Virginia UniversityModerator: Matthew Winslow

This workshop presents how one instructor used the Transparency in Teaching and Learning Checklist to improve awareness and understanding of the learning needs of graduate level occupational therapy students. Participants will be encouraged to share their own mysteries in teaching. Participants are asked to bring a case (a syllabi) to the workshop and engage in the audit processing using the TT&L checklist. A facilitated discussion will follow and participants will be encouraged to share their insights and next step plans.

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Breakout Space 3Standardizing Evaluation Using Intellectual StandardsDavid Johnson & Rishtya Kakar, University of LouisvilleModerator: Kaisee Riddell

In this presentation, participants will discuss an innovative evaluation technique that integrates and operationalizes a critical thinking framework. The subsequent rubric seeks to define expectations, create transparency, and eliminate subjectivity in the grading process, while fostering student development in their capacity to think critically.

Faculty Center for Teaching & Learning (FCT&L)Implementing Transparent Transfer GoalsTravis Marcum, Sonja Heer Yow, & Christopher Budano, Model Laboratory SchoolModerator: Cindy Judd

The authors of this case study collaborated to develop overarching, long-term transfer goals and design instruction and assessment intentionally focused on these goals in an 8th grade classroom. This presentation will emphasize tools used to make the desired knowledge, skills, and understandings transparent for students.

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First FloorJohn Grant Crabbe Main Library

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New Forums Press, in cooperation with the Noel Studio for Academic Creativity at Eastern

Kentucky University, announces a new networking opportunity in the form of the National Innovative Facult� �e�elo�ment Networ� �N�F�N�� ��e e�ort originates with a desire to engage faculty developers in an ongoing examination of a new model for their professional endeavors – an approach to enable cen-ters for teaching and learning to weave themselves into the basic campus tapestry, including the institu-tion’s strategic plan, budget, and relevant stakehold-ers� acti�ities� ��is e�ort includes�• an online institutional or personal subscription

to The Journal of Faculty Development, to in-clude three issues and two supplements annu-ally;

• a 20% discount for the annual Noel Studio forAcademic Creativity Pedagogicon, an intensive, one-day conference sponsored by the Kentucky Council for Postsecondary Education (the 2017 event occurs May 19);

• a 20% discount on all New Forums Press titles;• free eNewsletters to include Faculty Develop-

ment Today, Applied Creative Thinking, andScholarly Writing and Research;

• online professional discussions through theNIFDN LinkedIn group.

To participate in NIFDN, simply subscribe to the online edition (either Institutional or Individual) of the Journal of Faculty Development. Details of your membership will be emailed to you. If you are

already a subscriber and have not re-ceived information about your NIFDN membership, email us for enrollment details� contact�new�orums�com

Beginning with the 2016 volume, the Journal’s online edition provides two to three book-length supplements an-

nuall� in addition to its t�ree re�ular issues� ��e �rst is the new title, Innovating Faculty Development:

Entering the Age of Innova-tion by Charlie Sweet, Hal Blythe, and Russell Carpen-ter, comprises the authors’ new model �or t�e �eld o� faculty development as it en-ters what they call the “Age of Innovation.” First in the 2017 issue is the supplement Scaling the Scholarship Mountain: Achieving Scholarly Produc-tivity. �is book is intended

to aid you in the climb from your formal education experience to the real world of the scholar. �rough a combined total of over 150 years of experience in scholarly productivity, the authors have discovered some key steps toward be-coming a scholar. In the pages that follow, they share these steps through explana-tions, examples, and exercis-es.Supplements will not be of-fered with the printed edi-tion, but readers may adjust their subscriptions by con-tactin� us at contact�new-forums.com.

To read about joining NIFDN, go online to www.newforums.com/resources/nifdn/

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No need to cancel vacation. You can take EKU Summer classes online, wherever you plan to go. It’s a great way to catch up, get ahead or take that tough course you’ve been putting off.

Interested? Get all the info you need at summer.eku.edu

TREAT YOURSELF TO A DESTINATION EDUCATION THIS SUMMER

EASTERN KENTUCKY UNIVERSITY

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5/6/2019 First-Gen Ad

https://drive.google.com/drive/folders/1ffTpfemiruxQfBmXDyvAqdDigbN9cjOo 1/2

Special thanks to:The Council on Postsecondary Education

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Eastern Kentucky University LibrariesEKU Diversity Office

Program DesignAbby Gardner, Program Coordinator

Melissa Abney, Graphic Designer

Noel Studio for Academic Creativity/Faculty Center for Teaching & Learning

Tori BowmanTrenia Napier

Dr. Clint Stivers